The articles by Pellerin and McQuillin were very insightful but it led me to look into the various terms used through out the paper such as, language acquisition and language learning. I dug a little deeper to get a better idea for the reasons behind the use of the two terms. The reason I bring this up is also related to McQuillins discussion on the scholarly work done on how languages are acquired or should I say learned. I came across a prominent academic in the field of linguistics, Dr. Stephen Krashen. Dr. Krashen listed five hypothesis related to second language acquisition but the one related to what I want to discuss is the Acquisition-Learning hypothesis. There are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language, natural communication, in which speakers are concentrated not in the form of their utterances, but in the communicative act. The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process that results in conscious knowledge about the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than acquisition. http://www.youtube.com/watch?v=4K11o19YNvk
The youtube video is a great presentation on language acquisition and comprehensible input. He emphasized the importance of understanding the messages.
Krashen, Stephen D.Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987. Krashen, Stephen D.Second Language Acquisition and Second Language Learning. Prentice-Hall International, 1988 (Farishta, Amiri)
In Kukulska-Hulme's article, Will mobile learning change language learning?, she refers to Mobile Assisted Language Learning as MALL. She says that it differs from computer-assisted language learning (CALL) " in its use of personal, portable devices that enable new ways of learning, emphasizing continuity or spontaneity of access and interaction across different contexts of use (Kukulska-Hulme, 2009, p. 160). She also points out that "mobile learning seems to belong more to learners than it does to teachers, although we know that most learners will struggle without a teacher’s direction and guidance (Kukulska-Hulme, 2009, p 160).
Mobile Learning For Second Language Learners ( Thava)
Mobile learning has been gaining traction in the classroom in recent times. Using mobile technology in the classroom presents many ways to engage learners and for teachers to explore new pedagogy. Research has shown that mobile learning enhances learning for second language learners. Since mobile technologies are becoming widely available in schools, it is bringing new possibilities for language learning even among young learners. Educators are beginning to see the value of mobile technology assisting in the development of authentic langue learning experiences and new forms of asssessment.
A study by Pellerin (2012), found that using mobile technology yielded positive results in the development of oral language skills. This was because mobile technology provided more authentic and frequent experience in using French. When students were engaged in activities that promoted their use of oral skills such as videotaping themselves speaking they were able to see how they were speaking the language when they replayed the video. Using mobile technology in the classroom also promoted sharing of personal experiences, thinking processes and background knowledge.
Not only were students engaged in their learning but mobile learning also provided digital documentation. When students recorded themselves, this allowed teachers to learn about students' learning and thinking process in the second language and allowing for a deepening of the learning process. The revisiting of the digital documentation also allowed for providing self-assessment and peer assessment. This is also allowed students to become more aware of their own language learning process.
Pellerin, M. (2012, August). Mobile Technologies Put Language Learning into Young Second Language Learners’ Hands. In Call: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (p. 240). Research-publishing. net.
I came across a prominent academic in the field of linguistics, Dr. Stephen Krashen.
Dr. Krashen listed five hypothesis related to second language acquisition but the one related to what I want to discuss is the Acquisition-Learning hypothesis.
There are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language, natural communication, in which speakers are concentrated not in the form of their utterances, but in the communicative act.
The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process that results in conscious knowledge about the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than acquisition.
http://www.youtube.com/watch?v=4K11o19YNvk
The youtube video is a great presentation on language acquisition and comprehensible input. He emphasized the importance of understanding the messages.
Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987.
Krashen, Stephen D. Second Language Acquisition and Second Language Learning. Prentice-Hall International, 1988
(Farishta, Amiri)
In Kukulska-Hulme's article, Will mobile learning change language learning?, she refers to Mobile Assisted Language Learning as MALL. She says that it differs from computer-assisted language learning (CALL) " in its use of personal, portable devices that enable new ways of learning, emphasizing continuity or spontaneity of access and interaction across different contexts of use (Kukulska-Hulme, 2009, p. 160). She also points out that "mobile learning seems to belong more to learners than it does to teachers, although we know that most learners will struggle without a teacher’s direction and guidance (Kukulska-Hulme, 2009, p 160).
Shannon Everett -
References
__Agnes Kukulska-hulme, Will mobile learning change language learning?, ReCALL, v.21 n.2, p.157-165, May 2009__
Mobile Learning For Second Language Learners ( Thava)
Mobile learning has been gaining traction in the classroom in recent times. Using mobile technology in the classroom presents many ways to engage learners and for teachers to explore new pedagogy. Research has shown that mobile learning enhances learning for second language learners. Since mobile technologies are becoming widely available in schools, it is bringing new possibilities for language learning even among young learners. Educators are beginning to see the value of mobile technology assisting in the development of authentic langue learning experiences and new forms of asssessment.
A study by Pellerin (2012), found that using mobile technology yielded positive results in the development of oral language skills. This was because mobile technology provided more authentic and frequent experience in using French. When students were engaged in activities that promoted their use of oral skills such as videotaping themselves speaking they were able to see how they were speaking the language when they replayed the video. Using mobile technology in the classroom also promoted sharing of personal experiences, thinking processes and background knowledge.
Not only were students engaged in their learning but mobile learning also provided digital documentation. When students recorded themselves, this allowed teachers to learn about students' learning and thinking process in the second language and allowing for a deepening of the learning process. The revisiting of the digital documentation also allowed for providing self-assessment and peer assessment. This is also allowed students to become more aware of their own language learning process.
Pellerin, M. (2012, August). Mobile Technologies Put Language Learning into Young Second Language Learners’ Hands. In Call: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (p. 240). Research-publishing. net.